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Building a Collaborative
Learning-Centered Culture
Lisa Youell
State School Improvement Specialist
Office of Title II, III and System Support
20th Century
LEGAL EXPERT
Perry Mason
From Isolation to Collaboration
21st Century
LEGAL TEAM
Harry’s Law
20th Century
MEDICAL EXPERT
Ben Casey
From Isolation to Collaboration
21st Century
MEDICAL TEAM
Grey’s Anatomy
20th Century
LAW ENFORCEMENT
EXPERT
The Lone Ranger
From Isolation to Collaboration
21st Century
LAW ENFORCEMENT
TEAM
CSI Miami
20th Century
EDUCATIONAL EXPERT
Welcome Back Kotter
From Isolation to Collaboration
21st Century
EDUCATIONAL EXPERT
Classroom
Heroes
West Virginia Department of Education
Stand and
Deliver
Freedom Writers
A Touch of Greatness
Are We Trying to Improve Schools One Teacher at a Time?
Individual growth does not ensure organizational growth. Organizations need more than well-developed individuals. Effective leaders focus on developing the culture and the collective capacity of the organization.
Center for Creative Leadership (2003)Michael Fullan (2007)Richard Elmore (2006)
Individual Growth Does Not Ensure Organizational Growth
Student achievement gains and other benefits are influenced by organizational characteristics beyond the skills of individual staff. We saw schools with competent teachers that lacked the organizational capacity to be effective with many students. The task for schools is to organize human resources into an effective collective effort.
Newmann and Wehlage,(1995)
In this Age of Accountability
• Isolation is not an option!
• Collaboration is a
responsibility!
Administrative Team
School Leadership Team
Collaborative
Team
Focus
Team(s)
Student
Assistance
Team
Local School
Improvement
Council
Collaborative
Team
Collaborative
Team
Collaborative
Team
Faculty
Senate
Central Office
Administrative Team
School Leadership Team
Collaborative
Team
Focus
Team(s)
Student
Assistance
Team
Local School
Improvement
Council
Collaborative
Team
Collaborative
Team
Collaborative
Team
Faculty
Senate
School Leadership Team
Collaborative
Team
Collaborative
TeamCollaborative
Team
Collaborative
Team
Administrative Team
School Teams Defined
Each of the teams described has multiple functions. This document outlines those functions that apply to school growth and improvement.
Collaborative Team Structures
Focused on Learning
The fundamental question in organizing collaborative
teams is, “Do the people on this team have a shared
responsibility for responding to the critical questions
of learning in ways that enhance the learning of their
students?”
Organized by Content
Math
Team
Reading -
Language
Arts Team
Science
Team
Arts
Team
Social
Studies
Team
Grade-level Teams
PreK-K
Team
First
Grade
Team
Second
Grade
Team
Third
Grade
Team
Vertical Teams
PK – 1
Team
2-3
Team
3-5
Team
Logical Links
Math-Science
Team
Reading-
Social Studies
Team
Language
Arts-
Technology
Team
Interdisciplinary Teams
6th Grade
Math, Science,
Social Studies &
Language Arts
7th Grade
Math, Science,
Social Studies &
Language Arts
8th Grade
Math, Science,
Social Studies &
Language Arts
Making Time for Weekly
Collaboration
• Build Common Preparation Time into the Master Schedule
• Parallel Scheduling
• Adjusted Start & End Time
• Shared Classes
• Group Activities, Events & Testing
• Banked Time
• ISE (PD and Faculty Meeting Time)
Do You Know What Your Teams
Are Doing?
We have structures in place
and we have time to
meet…NOW WHAT?
Collaboration
The purpose of collaboration--to help more students achieve at higher levels—can only be accomplished if the professionals engaged in collaboration are focused on the right work.
Learning By Doing
Case Study
Learning By Doing
Second edition: pages 117-118
ScenarioThe Principal of a middle school had worked tirelessly
to promote collaboration and had taken a number of
steps to support teachers working together:
• He organized each grade level into an
interdisciplinary team.
• He created a schedule that gave teams time to meet
together each day.
• He trained staff in collaborative skills, consensus
building, and conflict resolution.
• He emphasized the importance of collaboration at
almost every faculty meeting.
Teams Focused On…
• the behavior of a student who had become
increasingly disruptive
• strategies for achieving their team goal of reducing
disciplinary referrals for tardiness to class
• a lively debate about whether or not members
should accept late work from students, and if so,
how many points they should deduct for each day
late
• roles and responsibilities of each member to ensure
all the tasks associated with an upcoming field trip
were addressed
What Advice Would You Give?
How can we provide the parameters
and framework to ensure teams use
their collaborative team time in
ways that have a positive impact on
student learning?
What are your
schools’ teams
doing?
1. What do all students need to know, understand and be able to do in this lesson or unit of study?
1.5 -- What CORE instruction will best facilitate the learning?
2. How will we know if they have learned it?2.5 -- What evidence will we accept during the learning
that indicates where each student is on the learning progression?
3. How will we respond if students do not learn? 3.5 -- What TARGETED or INTENSIVE instruction will
likely have the most impact, given the evidence of student learning?
4. How will we respond when they already know it?4.5 -- What projects or collaborative studies will likely have
the most impact for enrichment or acceleration, given the evidence of student learning?
Critical Questions of Teaching & Learning
The Work of Collaborative Teams
– 4 Critical Questions:
• What do we want all students to learn?
(essential learnings)
• How will we know when each student has learned what we deem most essential?
• How will we respond when students are not learning?
• How will we respond when students already know it?
32
Q.1 What do we want all
students to learn?
• Teams clarify essential learning for
grade or course (consistent
interpretation and understanding)
• ..Build shared knowledge
• ..Utilize vertical teaming
• ..Establish pacing guides
• ..Establish proficiency guidelines
Q.2 How will we know if they
have learned it?
• Teams use assessment data to monitor student progress, to identify students who need support and to inform and improve individual and collective practice
• ..Administer district benchmarks and analyze together
• ..Create common assessments collaboratively
• ..Use formative assessment strategies and practices to monitor student progress
• ..Use formative assessment to identify effective teaching strategies
• ..Establish criteria for assessing student work
Q.3 How will we respond
when they don’t learn?
• Failure is not an option
• Mandatory tutoring
• Resource Centers
• Conference with administrator
• Interventions are directive (required)
• Interventions are flexible
• Interventions are systematic, school-wide and timely
• Daily Homework Help
Q.4 How will we respond
when students already know
it?
• Provide additional electives
• Provide enrichment through self-
selected projects, problem-based
learning, and collaborative studies
• Older students serve as mentors for
younger students(with adult advisors)
• Utilize peer tutors
Learning By Doing
Critical Questions of
Learning
• Chapter 3 (59-93)
• Chapter 4 (95- 115)
Current RealityPages 82-83
Current Reality Page 106
We engage in and assume
leadership for promoting
collaborative practice.
Noted educator Roland Barth wrote,
“The relationship among the adults
in the building has more impact on
the quality and character of the
school and the accomplishments of
its youngsters than any other
factor.”
LISA YOUELLSTATE SCHOOL IMPROVEMENT SPECIALIST
DIVISION OF EDUCATOR QUALITY AND SYSTEM SUPPORT
WEST VIRGINIA DEPARTMENT OF EDUCATION
304-558-3199